Mapping Learner Autonomy in an EFL Textbook: A Comparative Analysis of Two Editions
21. Uluslararası Eğitimde Araştırmalar Kongresi, Amasya, Türkiye, 8 - 10 Haziran 2026, ss.143, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Amasya
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.143
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
Abstract
For the last few decades, learner autonomy has been a central concept in language education, emphasizing learners’ responsibility for their own learning processes. With the rapid development of educational technologies, the need for learners to take greater control of their learning has become even more significant. Despite the expansion of learning opportunities beyond the classroom, textbooks continue to serve as the primary source of language input for many EFL learners. As key instructional tools, textbooks play an important role in shaping opportunities for autonomous learning, making it necessary to examine how they reflect the evolving role of learner autonomy. This study investigates the extent to which EFL textbooks support learner autonomy by comparing two editions of a widely used textbook series. Adopting a qualitative content analysis approach, the study analyzes both editions using a coding framework based on established models of learner autonomy to examine both the types and degrees of autonomy reflected in textbook tasks. The analysis focuses on identifying both explicit and implicit elements that promote or limit autonomous learning. The findings are expected to reveal whether there has been a meaningful development in the representation of learner autonomy across editions and to what extent recent pedagogical trends are reflected in textbook design. The study aims to contribute to research on materials evaluation and to offer practical insights for selecting and adapting EFL textbooks.
Keywords: Learner Autonomy; EFL Textbooks; Content Analysis; Textbook Evaluation; Language Teaching Materials